U.S.-Based Strategies for Teaching Literacy and Social-Emotional Competencies to Students from a Variety of Linguistic Backgrounds

Purpose: This study highlights the need of an integrated approach to teaching English as a second language that incorporates culturally sensitive education and social-emotional development. Instructors in culturally responsive classrooms make an effort to understand and respect their students' diverse cultural and language identities. Methodology: A multiple case study methodology was developed from in-depth interviews with three Chinese-immigrant educators who had their undergraduate degrees in China. Findings: Helping children build the emotional intelligence and social skills necessary for academic and personal success is the primary objective of socio-emotional learning. Both findings emphasize the need for a more inclusive language teacher training program and for educators to prioritize cultural and social-emotional competency development in their students. Unique Contribution to Theory, Practice and Policy: This will assist educators in fostering more meaningful literacy learning experiences for students from varied backgrounds, allowing them to better interact with the material and draw from their own cultural identities. Implications for literacy teaching and teacher education for different learners are shown by the outcomes of these research. In the last chapter, we see a number of possible avenues for further study.